Date of Award
Doctor of Education (EdD)
School of Education
This phenomenological case study explored how the lived experiences of three self-identifiedculturally responsive high school leaders impacted the systemic decisions they made for their school and their students. The study also investigated how these lived experiences informed the leaders’ responses to their stakeholders’ reactions to the systemic decisions. The three school leaders participated in a three-part interview series to answer these three questions (1) What are the personal and educational life histories of three self-identified culturally responsive school leaders in a predominantly White school? (2) How do the life experiences described in the self-identified culturally responsive school leaders’ life histories influence the systemic decisions they make? (3) How do the self-identified culturally responsive school leaders in predominantly White schools respond to various stakeholders as they enact these systemic decisions? The research study utilized a culturally responsive school leadership conceptual framework to analyze the systemic decisions made and the school leaders’ responses to their stakeholders’ reactions to these decisions.
Dolezal, Angela, "The Role of Lived Experiences in Culturally Responsive School Leaders’ Administrations: A Phenomenological Case Study" (2022). Dissertations. 3919.
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